Contents
1.
Reflection on Theories of Language Learning/Acquisition and Language Teaching Methods ............ 1
1.1. Introduction ....................................................................................................................................... 1
2.
Objective of this paper .......................................................................................................................... 2
3.
Theories of Language Learning/Acquisition.......................................................................................... 2
3.1. Self-introduction, and Second vs. Foreign Language ........................................................................ 2
3.2. Language Acquisition, Definition of Theory, and Behaviorism Theory ............................................. 3
3.3. Cognitivisim and Functionalism Theories ......................................................................................... 5
3.4. Krashen Hypothesis and Implementation on L2 ................................................................................ 6
4.
Language Teaching Methods ................................................................................................................ 8
4.1 Grammar Translation Method ............................................................................................................ 8
4.2 Reflective Summary ............................................................................................................................ 9
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1. Reflection on Theories of Language Learning/Acquisition and Language
Teaching Methods
1.1. Introduction
This paper presents some of my personal thoughts and attitudes toward second language
acquisition. During the course, I have learned many things about language acquisition. It was
very informative and interesting. Although the ideas which are presented by different linguists I
agree, there are also a few points that I would like to argue against. The core purpose of
preparing this reflection is to realize the ongoing dynamic and collaborative process of gathering
multiple indicators of my, as a student, growth and development in this section of the entire
course. Therefore, I am doing this reflection work to indicate the following crucial points
mentioned below:
1. To point out the main issues/points learned throughout the discussion.
2. To check my prior knowledge on the contents and how I understood it in a different
manner.
3. To pin point what issues are likely to be explored/ investigated.
The major issues we covered under the first round of this course are about the three main
theories of language acquisition and one language teaching method, Grammar translation
Method, which was clearly presented by our instructor, Dr. Alem. And the remaining language
teaching methods will be presented by the students. Learning theories are one of the foundations
of education and influence the climate and activity within classrooms. They explain how learning
occurs and factors that influence learning. They also afford us variety in pedagogies. The
learning theories help to enhance student development and understanding. The main learning
theories are behaviorism, congitivism and functionalism.
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In my knowledge of theories of language acquisition, several variations have been taken place
since I started learning this course. For example, I have had slight inputs on the theories of
language acquisition since the beginning of my B.A studies, and went all the way to my MA. All
I know concerning about theories of language acquisition were the definition of theory, the three
different language acquisition theories (behaviorist view, cognitivist view and functionalist view)
with their highlighting supposition of language learning, advantages and disadvantages of each
of them. In contrary to these, having started this course I have acquired quite amazing knowledge
on theories of language acquisition.
2. Objective of this paper
The purpose of this reflective writing is to help me learn from a particular practical experience,
and to make connections between what I was taught in theory and what I need to do in practice.
My slogan is ‘I reflect so that I can learn’.
3. Theories of Language Learning/Acquisition
3.1.
Self-introduction, and Second vs. Foreign Language
Day 1
Lecturer: Dr. Alemu
Time: 11:30
Venue: OCR 119
The main drive of learning a language is to communicate one another. At the same time, teachers
and students use a language to present tasks, engage in learning processes, present academic
content, assess learning, display knowledge and skill, and build classroom life. The class began
by introducing ourselves in a detail manner which surely created the opportunity to get to know
one another. Educational background and work experience were the focus of the introduction.
We were provided with a map of where the course would start and end, and what we are
expected to understand or do at the end of the course. A clear roadmap of what our instructor
would require from us over the course was clearly addressed. We were also provided with an
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idea of what we would need to prepare for the course outside of class. The kinds of assignments,
which we would work on, were also addressed.
This scenario provided me a great experience on how I would possibly start my class, and, of
course, it has become a new experience in 13 years stay in tertiary level. I was accustomed to
going to the point without any self-introduction. I also would like to explore more on how this
way can be of importance in my teaching career especially if I aspire to be teaching in higher
institutions.
At about the end of the class, Mrs. Gebyanesh, one of my classmates, raised a crucial issue on
how Second and Foreign Languages are seen in Ethiopia context, and whether English is
considered to be our second or foreign language. This point completely took my attention. So
far, I have known English as it is a foreign language in Ethiopia as its use and application is
limited only at universities, embassies and some other limited areas. And there is also no
language community who uses English in a day to day life considering the Ethiopian context.
However, I just came to learn that instead of geographical territory, the status given to a language
can make a language Foreign or Second language. Subsequently, I have clearly learned that
English is a Second language in Ethiopia because of the status it has. But still I need to go further
to clearly understand the distinction between the two.
3.2.
Language Acquisition, Definition of Theory, and
Behaviorism Theory
Day 2
Date: Tuesday, December 15, 2020
Lecturer: Dr. Alemu
Time: 10:15
Venue: OCR 418
On the second day of school, the major issues were the definition of acquiring language, the
definitions of theory, and a detailed analysis on the first theory of acquiring language. In our
discussion in the classroom, we intensively covered the behavioral learning theory is key in
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understanding how to motivate and help students. Information is transferred from teachers to
learners from a response to the right stimulus. Students are a passive participant in behavioral
learning—teachers are giving them the information as an element of stimulus-response. Teachers
use behaviorism to show students how they should react and respond to certain stimuli. This
needs to be done in a repetitive way, to regularly remind students what behavior a teacher is
looking for.
Positive reinforcement is the key in the behavioral learning theory. Without positive
reinforcement, students will quickly abandon their responses because they don’t appear to be
working. For example, if students are supposed to get a sticker every time they get an A on a test,
and then teachers stop giving that positive reinforcement, less students may get A’s on their tests,
because the behavior isn’t connected to a reward for them.
We have also gone through the repetition and positive reinforcement which can go hand-in-hand
with the behavioral learning theory. Teachers often work to strike the right balance of repeating
the situation and having the positive reinforcement come to show students why they should
continue that behavior.
Here, motivation plays an great role in behavioral learning. Positive and negative reinforcement
can be motivators for students. For example, a student who receives praise for a good test score
is much more likely to learn the answers effectively than a student who receives no praise for a
good test score. The student who receives no praise is experiencing negative reinforcement and
their brain tells them that though they got a good grade, it didn’t really matter, so the material of
the test becomes unimportant to them. Conversely students who receive positive reinforcement
see a direct correlation to continuing excellence, completely based on that response to a positive
stimulus.
So far, I have known behaviorism theory in my psychology course. However, I have found out
that it is quite different when related to acquiring a language. I have also learned that how
behaviorism theory impacted in the learning of L1 and L2, and its contributions. Indeed, I
wondered how similar theory that was done for an animal /dog/ considered to be workable for
humans language acquisition process. I was amazed how the first language affects the acquisition
of second language.
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This knowledge I have added also goes to the behaviorist view of language learning. Concerning
this theory in addition to my prior knowledge I have raised above, I have learnt its implication
for learning L1, implication for learning L2, implication for language pedagogy and contribution
of the theory for learning in general. What I liked the most in our studies on this theory is that,
the implications drawn from this traditionalist theory to today’s theory of language learning.
Example, the influence of language teaching practices.
I just want to investigate more on how L1 is really an obstacle in learning L2. I likewise want to
connect this theory with the current teaching method followed in kindergartens. Here, I
frequently happened to see how children learn through intensive imitation or repetition. For
example, I see their teachers making them remember Days of the Week by making them repeat
every single day on the flag ceremony. Then, children keep on practicing after them so as to
enhance learning habit. Besides these points, I also want to go through to see how the behavioral
learning theory and the social learning theory are similar and different ideas.
3.3.
Cognitivisim and Functionalism Theories
Day 3
Date: Wednesday, December 16, 2020
Lecturer: Dr. Alemu
Time: 10:05
Venue: OCR 418
On the third day of school, the crucial knowledge I have added goes to the cognitivist view of
language learning. Regarding this theory, I still had general features of the theory like
emphasizing assumption of language learning, advantages and disadvantages of it. However, my
knowledge is little; it helped me a lot to comprehend the details of issues I have added in this
course. The facts include: attacks of behaviorist emphasis on form, Language Acquiring
Device/LAD/ and its sequence in which it works, Universal Grammar and its common structural
basis for all languages and implication for language pedagogy.
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Here, our ability to learn a language is innate, and there is a “universal grammar” at the base of
the structure of all existing languages, which enables infants to learn which ever language they
are immersed in captivated me. The other thoughtful I have added goes to the functionalist view
of language learning. Underneath this theory, I have educated the basic assumption of it. I have
also found out that semantic meaning is important than structure and its implication to language
pedagogy.
The most important thing I have added on my prior knowledge on this theory is analysis
completed on the telegraphic speech like ‘Mommy sock’ in comparison to the nativist theory. I
say it is a requirement for me that I will go beyond what is put on the line.
3.4 Krashen Hypothesis and Implementation on L2
Day 4
Date: Thursday, December 17, 2020
Lecturer: Dr. Alemu
Time: 10:05
Venue: OCR 418
To begin with, Krashen’s monitor model is a sample of the nativist theories. The other thing in
language learning theory that I am familiar with is the Krashen’s Theory of Language
Acquisition. The model contains five hypotheses. These are:
1. The acquisition learning hypothesis which claims that adults have two different ways of
developing competence in second language, which are acquisition and learning. And its
message that acquisition is significant more than learning, but I don’t agree to take the
idea that adults obtain the second language, indeed they learn it.
2. The natural order hypothesis which proposes that the acquisition of grammatical
structures proceeds in a predicted development, and honestly I could not accept this
hypothesis that some rules of grammar are learned in a certain arrangement.
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3. The input hypothesis which is linked to acquisition, not learning. Krashen claims that
people gain language best by understanding input that is a little beyond their present level
of capability, and I consider it true as to my level of understanding.
4. The monitor hypothesis which is accountable for editing and creating modifications or
adjustments as they are intentionally perceived, and it is more favorable in writing since
we have enough time.
5. The affective filter hypothesis which is the learner’s emotional state. And the filter is
affective because there are some influences which regulate its strength. These factors are:
self-confidence, motivation, and anxiety state. Actually, from my 14 years stay in various
universities, most students including me, suffer from anxiety whenever we have a
presentation in any subject for the first time, and especially if we present in front of a
very educated teacher, the filter becomes up as we feel that our language is too weak and
have nothing in our mind, and I think the reason behind this goes back to the lack of
motivation during the class.
There are many other factors that may cause success in second language acquisition such as our
personalities, intellectual abilities, aptitude, learning styles, motivation, and age of acquisition.
And I think that the most important factor which really has a role in learning second language
successfully is motivation, because it stimulates the desire and energy in learners to be
continually interested.
After having had the discussion on all the theories of language learning, I have learned that
understanding the theories and prediction about language learning is very important to
understand the methods and techniques to be applied in class. I am still looking forward to which
theory is really closer to language learning or which is good theory is the question I will
investigate further. In summary, my view towards theory is totally changed. I used to believe that
theory is just some unpractical idea of some philosopher. But now I saw how theories serve as
foundation to understand an occurrence and the specific details of the phenomenon under.
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4. Language Teaching Methods
4.1. Grammar Translation Method
Day 5
Date: Friday, December 16, 2020
Lecturer: Dr. Alemu
Time: 10:05
Venue: OCR 418
On the last day of our class, Dr. Alemu made an impressive presentation on “Grammar
Translation Method” which surely showed us what to cover and follow in our presentations
onwards. His presentation was very informative and educational. Throughout his lecture, Dr.
Alemu involved us in the demonstrations and discussions. His great presentation refreshed our
knowledge of the Grammar Translation Method and its primary functions. The presentation was
incorporated with the following key points. These are:
 The historical and theoretical development of this method;
 The approach of language teaching and its objective;
 Its implications, activities and key principles;
 Teachers and students roles, and its advantages and disadvantages.
From the detail presentation, I realized that this method is called Classical Method since the
method was first used in the teaching of classical languages, Latin and Greek, and this method is
used as a goal to help students read and express foreign language literature. This method is also
expected, through learning the grammar of a foreign language, students become familiar with the
grammar of his/her own language, and this familiarity will help children to speak and write their
own language correctly. And according to the presentation, the fundamental purpose of teaching
a foreign language is to be able to read the written literature of the language. To do so, students
need to learn about the rules of grammar and vocabulary or the vocabulary of a foreign language.
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The role of the teacher is the authority in the classroom, and the role of students is just to follow
what the teachers teach, students do what the teacher said, students learn what teachers know.
Students are asked to interpret a text from one language to another. Often what they mean are the
readings of foreign languages learned about some of the cultural aspects of the community or
native users of the foreign language. Student or students learn grammar deductively, which gives
teachers grammar rules and examples, then the students are asked to memorize it, and then asked
to use these rules to other examples.
In this method, vocabulary and grammar are very stressed at all in this method. Reading and
writing are primary skills and key skills that students do. There is little attention has been
focused on speaking and listening, as well as the pronunciation. Finally, the presentation was
done by stating the activities recommended, the advantages and disadvantages of using the
method in the teaching of second language acquisition.
5. Reflective Summary
Language learning and teaching course is a necessary course for everyone interested in the field
of teaching English as a second language. This course provided me with theories and
explanations in how human acquired the first and second language and what factors can affect
their ability to acquire the language. There are three theories that have been described in
first language acquisition. Behaviorist approach insists that language behavior is a production of
correct response to a particular stimulus. Functional approach focused on the social interaction
while the cognatism theory insists that we are born with the inner ability to understand and
developed language. And this approach of learning a higher education course is considered to be
one of the best practices of learning a course through reflection ever.
The format and presentation part of the inner circle represents the format of the lessons or units
of the course, including the techniques and types of activities that will be used to foster learning.
This is the part of the course that the learners are most aware of. It is important that it is guided
by the best available principles of teaching and learning. The monitoring and assessment part of
the inner circle represents the need to observe learning, test the results of learning, and provide
feedback to the learners about their progress. It is often not a part of commercially designed
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courses. It provides information that can lead to changes in other parts of the course design
process.
Finally, any course can be taught through students’ reflection towards the subject matter and in
interactive way, the way we have made in this course.
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